AI Article Synopsis
- The study aimed to assess the effectiveness of a life skills program for homeless individuals with mental illness using the Situated Learning Theory.
- A total of 38 participants from two housing programs engaged in group and individual sessions, with assessments conducted using the Allen Cognitive Level Screen and Practical Skills Tests.
- Results showed significant improvements in life skills, especially among participants with lower initial cognitive levels, indicating that individuals with mental illness can benefit from inclusive mixed-level training programs.
Article Abstract
Objective: We investigated the effectiveness of a life skills intervention for people with mental illness who have been homeless.
Method: In this longitudinal outcomes study, we used Situated Learning Theory (Lave & Wenger, 1991) to provide group and individual sessions to 38 participants from two housing programs after completing baseline Allen Cognitive Level Screen-2000 (ACLS-2000; Allen Conferences, 2000) and Practical Skills Tests (PSTs). Data were analyzed using linear mixed-effects regression models.
Results: The PST scores of participants with higher ACLS-2000 scores significantly increased over time (food management, p = .021; money management, p = .039; safe community participation, p = .02). Participants with lower ACLS-2000 scores demonstrated an even greater change over time.
Conclusion: Most participants, including those with lower ACLS-2000 scores, improved and retained life skills knowledge over time, challenging the premise that people with mental illness should be excluded from mixed-level group interventions.
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| http://dx.doi.org/10.5014/ajot.2011.001321 | DOI Listing |
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